I have been mapping what I think are teacher cultures/adviser cultures (those folks who are in a community supporting teachers) against what I think are the 'cultures' (way of doing things) prevalent in an online community - the argument being that there is a mismatch.
Thursday, 2 February 2017
Wednesday, 1 February 2017
The key elements of teacher cultures (and I know these are open to debate) I would identify as:
Synchronous interactions – interactions, with learners and other teachers take place live, in the moment.
They are location based – in a school building – and take place during the school day.
They are led and influenced by senior teachers and Headteachers – schools are built around hierarchies.
Learning is curriculum led.
There is a focus on formal assessment.
Considering the 'culture' of online communities - the way we do things in those communities - before trying to draw a comparison with classroom/school/teacher cultures and how the two interact.
The key elements of online communities are (and I know these are open to debate):
Asynchronous interactions – learning conversations take place over a period of time and anytime (they are not time dependent).
They are not location based – wherever you have access to a device connected to a network you can access the community – e.g. using my Smartphone on the 6.05 am train into Glasgow.
They are – and I know this has been contended – non-hierarchical – online interaction has none of the social clues that are a key element of and influence interaction in the physical, face-to-face world.
Social collaboration is the focus for learning – its learning through conversation.
And very often the learning outcomes can be unintentional as learning is co-constructed by participants.